MODULE ONE: UNDERSTANDING MULTIMEDIA Learning outcomes for this module At the end of this module you should be-able to:
Define multimedia, educational technology and multimedia learning environment
Describe with examples what is popular print media
Implement instructional techniques fr appropriate multimedia use
DEFINITION: Multimedia combines five basic types of media into the learning environment: text, video, sound, graphics and animation, thus providing a powerful new tool for education.
It is important to note that there a large variety of multimedia available but due to the nature of this mini-course we will be discussing only some of them with special emphasis on computer technologies.
Prior to starting with the types of multimedia, it is important to understand the following concepts.
Educational Technology
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. It is most simply and contentedly defined as an assortment of tools that might prove helpful in student centered learning, problem based learning or case-based learning. It advocates the teacher becoming “Guide on the Side” rather than “Sage on the Stage”. Educational Technology also called “Learning Technology”, mainly comprise of the use of technology in the process of teaching and learning. Here the term “Technology” does not only include the use of latest tools and techniques like laptops, interactive whiteboards, and smart phones; internet, Wi-Fi, and YouTube etc., although they are massively preferred by today’s learners for their learning potential, but also encompasses efficient and enhanced learning management systems, schema of information dissemination, effective teaching and management of student masses, feedback mechanisms and performance evaluation methodologies etc.
Multimedia Learning Environment
Multimedia provides a technology based learning environment where students are able to solve a problem by means of self-explorations, collaboration and active participation. Simulations, models and media rich study materials like still and animated graphics, video and audio integrated in a structured manner facilitate the learning of new knowledge much more effectively. The interactive nature of multimedia provides the room to enhance traditional "chalk-and-talk" method of teaching with more flexibility to learners to adapt to individual learning strategy. It enables both the educators and learners to work together in an informal setting. The role of educators and learners are extended. Furthermore, it encourages and enhances peer learning as well as individual creativity and innovation. Popular Print Media
The above video will give insight on future videos that will be played to assist you in designing your own multimedia lessons in module 2, 3 and 4
The term 'popular media' describes a wide range of media, including magazines, newspapers, television and radio, whose main purpose is to inform, entertain or persuade. But popular media also carry resources designed specifically for educational purposes. Many teachers use popular media programming with clear educational content and intent – such as the SABC's Learning Channel or Learning Zone, or the teaching supplements carried in newspapers like The Teacher – in their teaching. However, teachers don't tend to exploit the educational potential of non- educational popular media programming, such as soap operas (Isidingo or Generations), orsoccer commentaries, or newspaper cartoons. In this section we will explore howpopular print media – in particular newspapers and magazines – can be used toimprove classroom learning and teaching. Let's tackle some definitions now. • We define media as those resources that are deliberately used to communicate with us. The purpose of the communication may be to entertain, inform, educate or persuade. • Popular media refer to media that are used by large numbers of people, and include television, radio, films, newspapers, magazines, advertising leaflets, billboards, and the internet. Their major purposes are to entertain, inform, and persuade. • Educational media refer to media developed specifically for the purposes of educating. The most common example would be textbooks. 'Structured learning packages' – print based, on the Internet, or in the form of CD-Itbms – are becoming more widely used. All educational media are characterized by a selection of content which is then logically ordered so as to develop learning. Popular media can (and should) play an important role in supporting learning. Their strength lies in creating a connection between the learners' experiences and school learning. They can activate learner interest, and can also be used at the end of a learning process when learners explore ways in which formal school knowledge can be usefully applied in real life. But popular media are not designed in the logical, structured and developmental manner that is essential to good, higher-level learning. This is why educational media, especially well-designed textbooks, should remain the foundation on which learning in schools is built. While Nomsa frequently used popular media, she used textbooks and other kinds of educational media to consolidate learning. Textbooks are designed in a manner that provides teachers and learners with a structured, well sequenced path towards a high-level understanding of key concepts in their learning area. In this sense, they are very valuable learning aids.
INSTRUCTIONAL TECHNIQUES FOR APPROPRIATE MULTIMEDIA USE Prepare a Class Plan. The class plan is perhaps the most important resource for the successful use of multimedia materials, because it guides the selection of media and provides the context for each media element. Conceived of in this way, multimedia programs and materials are tools to direct attention and emphasize key points that are best understood visually rather than all-purpose guides for every point of every lecture. Instructors who begin integrating multimedia into their classes often report that the media use forced them to improve the organization of their class sessions—which may be an added benefit to students. Develop the Class Plan as a Slideware Presentation. Many instructors use PowerPoint, Keynote, Flash, or a series of linked web pages to organize and present their lecture outline and media. Because PowerPoint is available on nearly 100% of classroom computers, it has become the organizing tool for most instructors. Thus we will focus our comments on PowerPoint, even though we recognize that other tools have some specific advantages. Build In Some Flexibility. One major objection to integrating slideware fully into classroom courses is that it would rob instructors of their flexibility – to diverge from the topic, or go into more depth on one topic, or make an adjustment in response to student questions. The perception of loss of flexibility is related to the amount of planning that it takes to develop a slideware presentation. Once developed, instructors feel that they have to stick to the order and get through all of the content. But there are ways to get around this situation. Remember that less is better when it comes to slideware. By creating guiding bullets as opposed to paragraphs of text, maximizing clarity, strategically including visuals for specific impact rather than just because they may be cute, and minimizing distraction, the slideware becomes more of a guide than a script, allowing instructors to take charge of the flow and use the program to direct it. There are times, however, when you may want certain resources available just in case students have a particular question or you want the option to talk about a topic at greater depth. Again, slideware does not have to be linear and can be made to accommodate many contingencies. Such flexibility can be accomplished, for example, by creating custom shows (groups of slides arranged by topic) or menus of links to specific slides that you may or may not choose to access. Fight Against the “Mind-Numbing” Properties of Slideware. Strong criticisms have been leveled against slideware in general and PowerPoint in particular. Here is a summary of criticisms against PowerPoint presentations: • PowerPoint encourages simplistic thinking, with complex ideas being squashed into bulleted lists, and stories with beginning, middle, and end being turned into a collection of disparate, loosely disguised points. This may present a kind of image of objectivity and neutrality that people associate with science, technology, and "bullet points". • PowerPoint presentations seem designed to guide and reassure a presenter, rather than to enlighten the audience; • PowerPoint encourages the use of unhelpfully simplistic tables and charts, tied to the low resolution of computer displays and the need for text to be readable by a large audience. • PowerPoint lends itself to poor typography and chart layout, especially by presenters who use poorly-designed templates and PowerPoint’s default settings; • PowerPoint’s outline format leads presenters to arrange material in an unnecessarily deep hierarchy, itself subverted by the need to restart the hierarchy on each slide; • PowerPoint’s “click-for-next-slide” mentality enforces a linear progression through the presenter’s hierarchy of ideas (whereas with handouts, readers could browse and explore items at their leisure); Other experts argue that we should blame the presenter, not the tool, for mind numbing presentations. Some also argue that cognitive research demonstrates the value of hierarchical organization for comprehension and memory, and point out that the audience generally attends a presentation in order to hear the presenter’s organization of ideas rather than to explore the topic on their own. Many of the criticisms of such presentations are a result of using the program, rather than the lecture outline, to guide the development of the presentation. Where Possible, Include Animations and Video Clips. Although it requires moreeffort to locate and insert these types of materials (not to mention the effort involved increating your own animations and video), research suggests that these materials have aparticularly powerful impact on student learning. As you goover the material you want to present in class, look for places where an animation orvideo clip would be particularly helpful in illustrating a dynamic process that changesover time or has multiple stages. Then look for suitable ready-made animations or videosegments that you could plug into the presentation. If you can’t locate an acceptableanimation, create it yourself, using the simple animation tools built into PowerPoint orKeynote. Even better, enlist the aid of a student or campus technology consultant to helpcreate it in Flash or some other powerful animation software.
Use Multimedia in Creative Ways. Although multimedia materials may have some value when merely added to a PowerPoint lecture outline, many instructors are exploring ways to incorporate these materials in collaborative learning activities involving case-based scenarios or problem-based exercises. Get the Right Equipment. The equipment is relatively straightforward, and already widely available in many classrooms, a standard computer system equipped with a CD/DVD drive, external speakers, and an internet connection, with the computer output displayed through a digital projector. A TV/VCR may also be required for instructors who have not yet made the transition to an all-digital format, or for the presentation of commercial videotapes that cannot be digitized legally. Obtain Good Multimedia Content -- Legally. However, the equipment won’t be of much use unless you have a good set of multimedia materials and a carefully developed plan for organizing the entire class session to incorporate the media effectively. In the past, obtaining good media materials was quite a challenge; early adopters of technology often spent many hours scanning images from textbooks and creating their own audio and video clips. Fortunately, many textbook publishers now provide libraries of images, animations, and video segments licensed for use in class—although instructors may still want to augment these collections with other materials. The same computer technology that facilitates multimedia creation and distribution makes it temptingly easy to obtain materials from a wide variety of sources. Photos may be scanned from magazines, and images and animations may be captured from web pages; for example, search sites such as Google allow a user to scan the Internet for a vast selection of images using a powerful keyword search engine. Audio and video clips may be digitized from videotape or captured from CD or DVD sources, or downloaded from the Internet. HOME CLICK H
Learning outcomes for this module
At the end of this module you should be-able to:
DEFINITION: Multimedia combines five basic types of media into the learning environment:
text, video, sound, graphics and animation, thus providing a powerful new tool
for education.
It is important to note that there a large variety of multimedia available but due to the nature of this mini-course we will be discussing only some of them with special emphasis on computer technologies.
Prior to starting with the types of multimedia, it is important to understand the following concepts.
Educational Technology
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. It is most simply and contentedly defined as an assortment of tools that might prove helpful in student centered learning, problem based learning or case-based learning. It advocates the teacher becoming “Guide on the Side” rather than “Sage on the Stage”. Educational Technology also called “Learning Technology”, mainly comprise of the use of technology in the process of teaching and learning. Here the term “Technology” does not only include the use of latest tools and techniques like laptops, interactive whiteboards, and smart phones; internet, Wi-Fi, and YouTube etc., although they are massively preferred by today’s learners for their learning potential, but also encompasses efficient and enhanced learning management systems, schema of information dissemination, effective teaching and management of student masses, feedback mechanisms and performance evaluation methodologies etc.
Multimedia Learning Environment
Multimedia provides a technology based learning environment where students are able to solve a problem by means of self-explorations, collaboration and active participation. Simulations, models and media rich study materials like still and animated graphics, video and audio integrated in a structured manner facilitate the learning of new knowledge much more effectively. The interactive nature of multimedia provides the room to enhance traditional "chalk-and-talk" method of teaching with more flexibility to learners to adapt to individual learning strategy. It enables both the educators and learners to work together in an informal setting. The role of educators and learners are extended. Furthermore, it encourages and enhances peer learning as well as individual creativity and innovation.
Popular Print Media
The above video will give insight on future videos that will be played to assist you in designing your own multimedia lessons in module 2, 3 and 4
The term 'popular media' describes a wide range of media, including magazines, newspapers, television and radio, whose main purpose is to inform, entertain or persuade. But popular media also carry resources designed specifically for educational purposes. Many teachers use popular media programming with clear educational content and intent – such as the SABC's Learning Channel or Learning Zone, or the teaching supplements carried in newspapers like The Teacher – in their teaching.
However, teachers don't tend to exploit the educational potential of non- educational popular media programming, such as soap operas (Isidingo or Generations), orsoccer commentaries, or newspaper cartoons. In this section we will explore howpopular print media – in particular newspapers and magazines – can be used toimprove classroom learning and teaching.
Let's tackle some definitions now.
• We define media as those resources that are deliberately used to communicate with us. The purpose of the communication may be to entertain, inform, educate or persuade.
• Popular media refer to media that are used by large numbers of people, and include television, radio, films, newspapers, magazines, advertising leaflets, billboards, and the internet. Their major purposes are to entertain, inform, and persuade.
• Educational media refer to media developed specifically for the purposes of educating. The most common example would be textbooks. 'Structured learning packages' – print based, on the Internet, or in the form of CD-Itbms – are becoming more widely used. All educational media are characterized by a selection of content which is then logically ordered so as to develop learning.
Popular media can (and should) play an important role in supporting learning. Their strength lies in creating a connection between the learners' experiences and school learning. They can activate learner interest, and can also be used at the end of a learning process when learners explore ways in which formal school knowledge can be usefully applied in real life. But popular media are not designed in the logical, structured and developmental manner that is essential to good, higher-level learning. This is why educational media, especially well-designed textbooks, should remain the foundation on which learning in schools is built. While Nomsa frequently used popular media, she used textbooks and other kinds of educational media to consolidate learning. Textbooks are designed in a manner that provides teachers and learners with a structured, well sequenced path towards a high-level understanding of key concepts in their learning area. In this sense, they are very valuable learning aids.
INSTRUCTIONAL TECHNIQUES FOR APPROPRIATE MULTIMEDIA USE
Prepare a Class Plan.
The class plan is perhaps the most important resource for the successful use of multimedia materials, because it guides the selection of media and provides the context for each media element. Conceived of in this way, multimedia programs and materials are tools to direct attention and emphasize key points that are best understood visually rather than all-purpose guides for every point of every lecture. Instructors who begin integrating multimedia into their classes often report that the media use forced them to improve the organization of their class sessions—which may be an added benefit to students.
Develop the Class Plan as a Slideware Presentation.
Many instructors use PowerPoint, Keynote, Flash, or a series of linked web pages to organize and present their lecture outline and media. Because PowerPoint is available on nearly 100% of classroom computers, it has become the organizing tool for most instructors. Thus we will focus our comments on PowerPoint, even though we recognize that other tools have some specific advantages.
Build In Some Flexibility.
One major objection to integrating slideware fully into classroom courses is that it would rob instructors of their flexibility – to diverge from the topic, or go into more depth on one topic, or make an adjustment in response to student questions. The perception of loss of flexibility is related to the amount of planning that it takes to develop a slideware presentation. Once developed, instructors feel that they have to stick to the order and get through all of the content. But there are ways to get around this situation. Remember that less is better when it comes to slideware. By creating guiding bullets as opposed to paragraphs of text, maximizing clarity, strategically including visuals for specific impact rather than just because they may be cute, and minimizing distraction, the slideware becomes more of a guide than a script, allowing instructors to take charge of the flow and use the program to direct it. There are times, however, when you may want certain resources available just in case students have a particular question or you want the option to talk about a topic at greater depth. Again, slideware does not have to be linear and can be made to accommodate many contingencies. Such flexibility can be accomplished, for example, by creating custom shows (groups of slides arranged by topic) or menus of links to specific slides that you may or may not choose to access.
Fight Against the “Mind-Numbing” Properties of Slideware.
Strong criticisms have been leveled against slideware in general and PowerPoint in particular.
Here is a summary of criticisms against PowerPoint presentations:
• PowerPoint encourages simplistic thinking, with complex ideas being squashed into bulleted lists, and stories with beginning, middle, and end being turned into a collection of disparate, loosely disguised points. This may present a kind of image of objectivity and neutrality that people associate with science, technology, and "bullet points".
• PowerPoint presentations seem designed to guide and reassure a presenter, rather than to enlighten the audience;
• PowerPoint encourages the use of unhelpfully simplistic tables and charts, tied to the low resolution of computer displays and the need for text to be readable by a large audience.
• PowerPoint lends itself to poor typography and chart layout, especially by presenters who use poorly-designed templates and PowerPoint’s default settings;
• PowerPoint’s outline format leads presenters to arrange material in an unnecessarily deep hierarchy, itself subverted by the need to restart the hierarchy on each slide;
• PowerPoint’s “click-for-next-slide” mentality enforces a linear progression through the presenter’s hierarchy of ideas (whereas with handouts, readers could browse and explore items at their leisure); Other experts argue that we should blame the presenter, not the tool, for mind numbing presentations. Some also argue that cognitive research demonstrates the value of hierarchical organization for comprehension and memory, and point out that the audience generally attends a presentation in order to hear the presenter’s organization of ideas rather than to explore the topic on their own. Many of the criticisms of such presentations are a result of using the program, rather than the lecture outline, to guide the development of the presentation.
Where Possible, Include Animations and Video Clips.
Although it requires moreeffort to locate and insert these types of materials (not to mention the effort involved increating your own animations and video), research suggests that these materials have aparticularly powerful impact on student learning. As you goover the material you want to present in class, look for places where an animation orvideo clip would be particularly helpful in illustrating a dynamic process that changesover time or has multiple stages. Then look for suitable ready-made animations or videosegments that you could plug into the presentation. If you can’t locate an acceptableanimation, create it yourself, using the simple animation tools built into PowerPoint orKeynote. Even better, enlist the aid of a student or campus technology consultant to helpcreate it in Flash or some other powerful animation software.
Use Multimedia in Creative Ways.
Although multimedia materials may have some value when merely added to a PowerPoint lecture outline, many instructors are exploring ways to incorporate these materials in collaborative learning activities involving case-based scenarios or problem-based exercises.
Get the Right Equipment.
The equipment is relatively straightforward, and already widely available in many classrooms, a standard computer system equipped with a CD/DVD drive, external speakers, and an internet connection, with the computer output displayed through a digital projector. A TV/VCR may also be required for instructors who have not yet made the transition to an all-digital format, or for the presentation of commercial videotapes that cannot be digitized legally.
Obtain Good Multimedia Content -- Legally.
However, the equipment won’t be of much use unless you have a good set of multimedia materials and a carefully developed plan for organizing the entire class session to incorporate the media effectively. In the past, obtaining good media materials was quite a challenge; early adopters of technology often spent many hours scanning images from textbooks and creating their own audio and video clips. Fortunately, many textbook publishers now provide libraries of images, animations, and video segments licensed for use in class—although instructors may still want to augment these collections with other materials. The same computer technology that facilitates multimedia creation and distribution makes it temptingly easy to obtain materials from a wide variety of sources. Photos may be scanned from magazines, and images and animations may be captured from web pages; for example, search sites such as Google allow a user to scan the Internet for a vast selection of images using a powerful keyword search engine. Audio and video clips may be digitized from videotape or captured from CD or DVD sources, or downloaded from the Internet.
HOME CLICK H